This article is a tribute to the Popperian educationist Tyrrell Burgess, who died earlier this year. Burgess is identified as the originator of an approach to the curriculum whereby students are helped to formulate problems, and propose and test solutions. This approach was first developed at the School for Independent Study at North East London…

Despite the ascendancy of constructivism, it seems that many, if not most, educationists in higher education and elsewhere still assume there is some transference of information to the learner from the social or physical environment, and that any process of interpretation and construction takes place after this basic information has been passively…

Addresses the question of why Karl Popper's work has been disregarded or rejected for educational improvement and suggests a series of impediments to an acceptance of Popper's ideas. Outlines a set of principle which if adopted as a basis for practice could lead to significant improvement. (EV)

Seeks to persuade doubting educational researchers that there is practical value in pursuing truth, thereby opposing non-realist and relativist accounts of educational research. Reiterates Karl Popper's account of truth as a standard at which to aim, and offers a defense of the correspondence theory of truth as a guiding principle for educational…

One way of supporting college instructors who wish to improve student assessment practices is to offer a framework for change that raises the public profile of assessment policy, acknowledges that there is room for improvement, and provides methodological and collegial support to help instructors formulate and address practical problems. A…

Argues that objectives-based planning, the most common and most institutionalized approach to college and university planning in the United Kingdom, is inappropriate for complex or large-scale planning. Presents 10 specific criticisms of this approach, and offers problem-based planning--formulating problems and seeking to find the impediments to…